Action Research: Students at Military Medical University
I. The title:
Helping students at Military Medical University learn vocabulary more effectively by applying games.
II. The rationale for the research: Vocabulary mastery is the basic knowledge to learn any language in general and English in particular because vocabulary is considered a bridge to link four skills of listening, speaking, reading and writing together (Carter, 1992). Similarly, the linguist Wilkins (1972) already emphasizes the importance of vocabulary learning “without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed” (p. 111). Based on the writer’s observation in teaching English at Military Medical University, the writer finds out that students often find difficult when applying correctly and naturally vocabulary they have already known to different contexts. This problem is due to many factors. Maybe students do not know the effective way to memorize new words. Another reason is probably that students get bored with the traditional way of teaching vocabulary such as meaning explanation or definition, pronunciation, spelling and grammatical functions. Also, students seem to learn the primary meaning of new words only. That makes them confused when recognizing the functions of the words in the specific context. Furthermore, students only learn new words through the lesson which teachers give them in class and they do not have enough time to practise what they have learned. Thousands of approaches to vocabulary teaching have been carried out. In my research, I would like to suggest using games as a teaching aid instead of the traditional method which considers the process of language teaching and learning to be serious and solemn. Nguyen and Khuat (2003) agree that games make learning process fun and relaxed. In a relaxed atmosphere, learners can remember things faster and better. Vernon (2009) finds out that students focus on the lesson better because they can learn and play at the same time.
Helping students at Military Medical University learn vocabulary more effectively by applying games.
II. The rationale for the research: Vocabulary mastery is the basic knowledge to learn any language in general and English in particular because vocabulary is considered a bridge to link four skills of listening, speaking, reading and writing together (Carter, 1992). Similarly, the linguist Wilkins (1972) already emphasizes the importance of vocabulary learning “without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed” (p. 111). Based on the writer’s observation in teaching English at Military Medical University, the writer finds out that students often find difficult when applying correctly and naturally vocabulary they have already known to different contexts. This problem is due to many factors. Maybe students do not know the effective way to memorize new words. Another reason is probably that students get bored with the traditional way of teaching vocabulary such as meaning explanation or definition, pronunciation, spelling and grammatical functions. Also, students seem to learn the primary meaning of new words only. That makes them confused when recognizing the functions of the words in the specific context. Furthermore, students only learn new words through the lesson which teachers give them in class and they do not have enough time to practise what they have learned. Thousands of approaches to vocabulary teaching have been carried out. In my research, I would like to suggest using games as a teaching aid instead of the traditional method which considers the process of language teaching and learning to be serious and solemn. Nguyen and Khuat (2003) agree that games make learning process fun and relaxed. In a relaxed atmosphere, learners can remember things faster and better. Vernon (2009) finds out that students focus on the lesson better because they can learn and play at the same time.
References: Carter, R. (1992). Vocabulary: applied linguistic perspectives. New York, Routledge. Ersoz, A. (2000, June). Six games for the EFL/ESL classroom. The Internet TESL Journal, VI(6). Retrieved from http://iteslj.org/Lessons/Ersoz-Games.html. Kim, L.S. (1995, January - March). Creative games for the language class. Forum 33(1), 35. Lee, S. K. (1995, January - March). Creative games for the language class. ‘Forum’, 33(1), 35. Retrieved from http://exchanges.state.gov/forum/vols/vol33/no1/p35.htm Nguyen, T Vernon, S.A. (2009, March 20). Benefits of using games in the classroom. Retrieved from www.teachingenglishgames.com Wilkins, D.A Wright, A., Betteridge, D., & Buckby, M. (1984). Games for Language. Cambridge University Press. Retrieved from http://www.teflgames.com/why.html Appendix